A Moodle Quiz for Pre-Simulation Endodontic Training for Third-Year Dental Students

Simulation-based training is central to contemporary conservative dentistry curricula. Embedding assessment-as-learning activities in a learning management system such as Moodle may further enhance self-regulation, metacognition, and preparedness for high-technology simulation. This study describes the design and preliminary evaluation of an interactive formative quiz on “Endodontic access cavity preparation” used as pre-simulation assessment-as-learning in third-year dental students at the Medical University of Plovdiv. A Moodle interactive quiz with multiple attempts on “Endodontic access cavity preparation” was developed. The quiz included different question types and allowed repeated attempts without penalty, with targeted hints for incorrect responses and explanatory feedback for correct answers. The activity was implemented in both Bulgarian- and English-taught cohorts of third-year dental students in Conservative dentistry. Students’ perceptions of the quiz as an assessment-as-learning tool were collected through an anonymous electronic questionnaire administered after quiz completion. Data were analysed using IBM SPSS Statistics v.23. Findings indicate high levels of satisfaction with the interactive quiz among both Bulgarian- and English-speaking students. Learners reported that the quiz helped them not only check and consolidate their knowledge but also monitor their progress over time by analysing their results across multiple attempts. Students ed the detailed feedback supported error analysis, guided correction of misconceptions, and informed adjustments in their learning strategies. Participants perceived the quiz as a suitable tool for self-directed preparation before practice on a high-technology dental simulator. The results suggest that an interactive Moodle quiz configured for assessment as learning is a feasible and well-received approach to support pre-simulation preparation in conservative dentistry. Further work will examine relationships between quiz engagement, changes in self-reported learning strategies, and performance in subsequent simulation sessions.